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Utilization, Misuse, and Development of Human Resources in the Early West Indian Colonies

Utilization, Misuse, and Development of Human Resources in the Early West Indian Colonies

By M.K. Bacchus
Subjects History, Education
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Paperback : 9780889209824, 432 pages, June 1990

Table of contents

Table of Contents for
Utilization, Misuse, and Development of Human Resources in the Early West Indian Colonies, by M. Kazim Bacchus

Preface

References

Introduction

Figure 1: Map of the West Indies

Chapter 1: Early West Indian Society and Education
References

Chapter 2: Early English Settlements
References

Chapter 3: From Tobacco to Sugar Cane: Educated Manpower and the White Population
References

Chapter 4: From Tobacco to Sugar Cane: Educated Manpower and the Non-White Population
References

Chapter 5: Educational Provisions for the Whites
References

Chapter 6: Educational Provisions for the Non-Whites
References

Chapter 7: The Missionaries' Educational Activities
References

Chapter 8: Education Just Prior to Emancipation
References

Chapter 9: Educational Provisions After Emancipation
References

Chapter 10: Post-Emancipation Primary School Curriculum
References

Chapter 11: Teachers and Their Preparation Prior to 1845
References

Chapter 12: Discontinuation of the Negro Education Grant
References

Chapter 13: Education: An Instrument for Social Reproduction or for Change?
References

Bibliography

Index

Description

This comprehensive study of the development of education in the West Indies between 1492 and 1854 examines the shifts which occurred within the nature of the education programs provided for the masses. Believing existing theories of educational change are too limiting, Bacchus has blended detailed analysis of such important factors as the changing role of the state, the conflicting educational objectives among the “dominant” groups, and their differences with the missionary societies providing popular education to better understand how these changes came about. He attributes greater importance to the role of the masses, who increasingly asserted their views about the type of education they wanted for their children. The book demonstrates how instructional programs developed in the West Indies not as the result of a rational curriculum development process but, rather, through a series of compromises made to accommodate the views of various influential groups. Education and curriculum evolved by way of a show, yet constant, changing dialectical process.

Such an insightful work will arouse the interest of scholars and students of educational development, particularly those studying the West Indies.